Gender Power & Relationships

Strand 3: Individual and Community Health

Outcome 5.6 - A student analyses attitudes, behaviours and consequences related to health issues affecting Young people.

SLA - Power and Gender

SLT - Analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions.

Strand 1: Self and Relationships

Outcome 5.3 - A student analyses factors that contribute to positive, inclusive and satisfying relationships

SLA - Developing respectful and equal relationships

SLT - Explore how the appropriate use of personal power can contribute to positive relationships

Skills:

Communication

Decision Making

Problem Solving

Task 1: Role Play

Divide students into groups of 4. Two female student's and two male student's will be required in each group.

The rationale of this exercise is to demonstrate to students in a practical way the gender and power relationships that exist in their daily lives. Further this task will show students the different ways that personalities portray the same information and how dynamic and changing these relationships can be. It will examine students communication skills, problem solving abilities and decision making capabilities.

The play revolves around the workplace with interaction between all players. Students are to split into groups of 4 select their role player and together work out how they think each person may interact with others. Students are to design a scenario that depicts the gender power relationships that exist between each of the players. Students are free to express themselves creatively during this task.

Once students have designed their play, each group will present it the rest of the class. At the conclusion of each performance a critique of the role play will be undertaken with the teacher as facilitator. Questions will be posed to the group performing and to the remainder of the class. Questions may also come from within the group and from the class. Each student will be debriefed at the conclusion of their role.

Focus questions to group and students.

John:

1. Does John's home life have an impact on the way he behaves at work?

2. Is John a control freak?

3. Does John have any good qualities?

4. What are some of John's negative qualities?

5. Is John a strong person?

Debbie:

1. Is Debbie venerable to others due to her situation?

2. Can Debbie be taken advantage of?

3. How should people treat Debbie?

4. Is Debbie a victim of herself?

5. What could Debbie do to balance the ledger?

Paul:

1. Is Paul's ignorance an excuse?

2. What would society say about Paul's behaviour?

3. Does Paul's background play a part in his behaviour?

4. Is Paul acting out because he is scared?

5. Does Paul have power?

Jane:

1. Is Jane afraid of failure?

2. Is Jane a powerful person or just putting on a brave face?

3. Do you think Jane is a happy balanced person?

4. Does Jane exert control over others?

Male role player 1: John is 40 years old and overweight. John lives for work and does not take much interest in his home life. He is the boss of the company and thrives on the fact that at work he is in full control whereas at home his wife rules the nest

Female role player 1: Debbie is a single mother of three children. She relies on her work to support her children. She has strong morals and beliefs and feels venerable to others because of her sole parent situation.

Male role player 2: Paul is a migrant from Iraq. He does not speak much English and is employed at Johns company as a cleaner. He does not fully understand Australian customs and beliefs particularly when it comes to taking orders and women.

Female role player 2: Jane is a 32 year old up and coming executive. She is headstrong and believes that her way is the right way. She does not take a backward step from anyone.